department of early childhood, elementary, and reading ......the jmu faculty handbook, section...

Department of Early Childhood, Elementary, and Reading Education

Guidelines for Faculty Evaluation

April , 2011

Faculty Evaluation 2

Table of Contents

I. Introduction to evaluation process in the Department of Early, Elementary, ….. 3

and Reading Education

A. Academic ranks

B. Criteria for Satisfactory Performance

1. Teaching and advising

2. Scholarship

3. Service

C. Professional Benchmarks Toward Tenure and Promotion

II. Preparing the Initial, Annual, Three-Year, Tenure and Promotion Materials …… 11

A. Initial Evaluation

B. Annual Evaluation

C. Three-year Evaluation

D. Tenure and Promotion

III. Evaluation Process ………………………………………………………….. 13

A. Faculty/Staff Evaluation Tasks and Timelines

B. Response to Evaluation Process

Appendices ……………………………………………………………………… 15

A. First year Evaluation Form

B. Annual Performance Rating Form

C. Annual Performance Rating Form Rubric

***All statements and policies included in these guidelines reflect the policies of the JMU

2010 Faculty Handbook.


I. Introduction to evaluation process in the Department of Early, Elementary, and

Reading Education

According to the JMU Faculty Handbook as approved by the Board of Visitors in January 2010, the

purpose of evaluation of faculty members at James Madison University is to promote

professionalism, to encourage performance at the highest levels and to indicate areas in which

improvement is needed. Evaluations are also used in making personnel decisions, including allocation

of merit pay increases, continuation of employment and initiation of post-tenure review.

The JMU Faculty Handbook, Section III.E. states that “All full- time instructional faculty at JMU are

subject to annual evaluation of their performance.” Four types of evaluation occur within the

Department of Reading, Early, and Elementary Education and include:

Initial Evaluation: The initial evaluation shall be conducted at the beginning of a new faculty

member’s second full semester at James Madison University. The initial evaluation becomes a

matter of college record and is filed in the dean’s office.

Annual Evaluation: Annual evaluations of all faculty members shall be conducted after the

conclusion of each academic year. Annual evaluations become a matter of the academic unit’s

record and are filed in the academic unit office.

Three Year Review: PAC will conduct a three year review. Three of the most recent annual

reports will be used for evaluative purposes. This provides faculty with an overview of their

progress toward tenure and promotion.

Comprehensive Evaluations: Comprehensive evaluations are concerned with promotion and

tenure decisions and are conducted in addition to the annual evaluation in the appropriate year.

They become a matter of the college’s record and filed in the office of the dean. Tenure and

promotion are not tied together at James Madison University so a faculty member may

choose to apply for tenure and/or promotion. According to the JMU faculty guidelines,

“The promotion of an instructional faculty member shall be determined by merit regardless of the

distribution of faculty by academic rank within the academic unit”(Section III.E.6). ”Tenure is

intended to protect academic freedom, provide a reasonable measure of employment security and

enable the university to retain a permanent instructional faculty of distinction” (Section III.E.7).

Refer to the faculty handbook for the specific number of years required for

comprehensive evaluation review.

The Department of Early, Elementary, and Reading Education is committed to a fair and

equitable evaluation process that ensures that all faculty members understand and are

involved in the evaluation process.

A. Academic ranks

When you join the EERE department, you are appointed to an academic rank and a type of

track. The faculty of James Madison University recognizes five distinct academic ranks that

include: Lecturer, Instructor, Assistant Professor, Associate Professor, and Professor. The

http://www.jmu.edu/facultysenate/facultyhandbook/policies/evaluation.html#IIIE1




JMU Faculty Handbook, pp. 28-29. Section Section III.B.4 defines academic faculty ranks

as:

III.B.4.a. Instructor

Appointment at the rank of instructor is normally for a fixed term but may be

employment at the will of the university with no fixed term. Appointment at the rank of

instructor may also be used for a faculty member who is hired with the expectation of

completion of a terminal degree by a specified date. Promotion to the rank of assistant

professor may be made automatic on completion of the terminal degree in the terms of

the appointment, subject to approval of the BOV.

III.B.4.b Lecturer

Appointment at the rank of lecturer can be made in the case of an RTA. Individuals in the

rank of lecturer are not eligible for promotion.

III.B.4.c Assistant Professor

Appointment at the rank of assistant professor normally carries with it teaching,

scholarship and service responsibilities, and normally requires a terminal degree in a

relevant discipline.

III.B.4.d. Associate Professor

In addition to the requirements for assistant professor, appointment at the rank of

associate professor is contingent upon substantial professional achievements, evidenced

by an appropriate combination of teaching, scholarship, and service.

III.B.4.e. Professor

In addition to the requirements for associate professor, appointment at the rank of

professor is contingent upon recognition of outstanding professional accomplishment.

B. Criteria for Satisfactory Performance

Faculty are evaluated in three areas – teaching effectiveness, scholarly achievement, and service

achievement as described in the following sections.

At all times, faculty are held accountable to the university in accordance with state and federal

laws and with policies and procedures established by the JMU Board of Visitors. These rights

and responsibilities are outlined in the Faculty Handbook, Section III. A.

1. Teaching

JMU faculty acknowledge excellent teaching as the primary goal of university faculty members.

To ensure fairness and equity in measuring teaching and advising, the faculty created a

definition, evaluation scale, and rubric for measuring teaching and advising effectiveness.

http://www.jmu.edu/facultysenate/facultyhandbook/policies/status.html


a. Definition of teaching (Section III.2.b.(1))

Consideration of teaching performance must include, but need not be limited to, the

following: self evaluation, evaluation by peers and/or academic unit heads, and

student evaluations. Consideration should be given to faculty member’s commitment

to student advising and innovations in teaching as evidenced by development of new

course work and teaching methodology. In those academic units that do not use

student evaluations in all classes taught by a faculty member, the policy determining

which classes will be evaluated shall be stated in the academic unit’s evaluation

procedures. Any such policy shall apply equally to all similarly situated faculty

members in the academic unit.

b. Areas of evaluation

Three levels of performance have been identified and outlined by the EERE

faculty: Excellent, Satisfactory, and Unsatisfactory. Satisfactory performance is

the minimum acceptable level of performance for teaching in the EERE.

Unsatisfactory performance indicates that faculty have not met the criteria

recognized as requisite for faculty members in the department in the area

of teaching and/or advising.

Satisfactory performance involves satisfactory student evaluations for

teaching, satisfactory evaluations of reassigned load activities, self-

reflections, AND innovations in teaching.

Excellent performance indicates that faculty have exceeded the

expected levels of performance that are outlined at the

satisfactory level. Both teaching and advising must be above the expected

norms to achieve this rating.

These are further differentiated in the rubric that follows:

c. Rubric

Teaching

Evaluation

Unsatisfactory Satisfactory

Satisfactory Performance

involves satisfactory

student evaluations for

teaching, satisfactory

evaluations of reassigned

load activities, self-

reflections, AND

innovations in teaching.

Excellent

Excellent Performance

includes evidence of

activity beyond the

satisfactory level

Student evaluations Student evaluations in Student evaluations in



1. Student

evaluations

below 3. 3.0-3.9 range 4.0 -5.0 range

2. Self-reflections

Reflections do not

include specific

examples or insight.

Evidence of specific

insights gained from

teaching experiences

and/or feedback from

evaluations

Evidence of specific

insights gained from

teaching experiences

and/or feedback from

evaluations and

discussions of how

insights will influence

subsequent teaching.

3. Innovations in

teaching

Failure to make

changes in courses in

response to expressed

concerns.

Evidence of efforts to

keep courses and

delivery current and

respond to assessment

data.

Evidence of extensive

efforts to keep courses

current and evidence of

impact of innovations

on teaching.

4. Advising,

student relations

and /or student

interactions

Unavailable to

students.

Evidence of

satisfactory

performance in

advising and working

with students

Evidence of exemplary

performance in

advising and working

with students

5. Administrative

reassignment (if

applicable)

Failure to complete

assigned

responsibilities.

Evidence of

satisfactory

performance in

carrying out the

responsibilities of the

reassignment.

Evidence of excellent

performance in

carrying out

responsibilities.

6. Peer and/or AU

head evaluations

(if applicable)

Overall negative

feedback

Overall positive

feedback.

Positive feedback from

a variety of sources

such as being viewed

as a resource by others.

2. Scholarship and professional qualifications

Faculty are expected to participate in on-going professional development to maintain and

enhance their professional qualifications.

Scholarship is an important component of faculty life at JMU and, due to the mission of the

university, may manifest itself in different venues. To ensure that faculty fforts are examined

with fairness and equity, a definition, evaluation scale, and rubric are included that depict

required elements (Section III.E.2.b.(2).



a. Definition Research and scholarship refer to conducting, disseminating, and

publishing research and scholarly studies. This can occur through a variety of

different venues such as:

1) publications in refereed and non-refereed journals or books,

2) presentations at professional conferences,

3) grant work at the local, state, or federal level,

4) editorial work for newsletters, quarterly reports, or journals, and

5) published reviews of books, textbooks, or articles.

6) consultation at local, state or national level


Three levels of performance have been identified and outlined by the EERE

faculty: Excellent, Satisfactory, and Unsatisfactory.

Unsatisfactory performance indicates that no scholarly work has been conducted

at the local, state, or national level.

Satisfactory performance in Scholarship includes Professional Development AND

one other area.

Excellent performance reflects a quantity or quality of activity that is notable.

Specifically, faculty has developed a state wide or national level of recognition

in at least one academic area of study.

c. Rubric

Scholarship Unsatisfactory Satisfactory

Satisfactory Performance

in Scholarship includes

Professional Development

AND one other area

Excellence

Excellent performance

reflects a quantity or quality

of activity that is notable

1. Professional

development

No evidence of

professional growth

and development.

Participate in

professional

development

opportunities

Application of

information gained

from participating in

professional

development

opportunities.

2. Presentations at

professional

conferences

No presentations at

state or national

conferences.

A presentation at a

state, regional, or

national conference.

Presentations at state,

regional, national,

and/or international

conferences.

3. Publications No publications. Publishes one article

in a refereed or non-

refereed journal,

Published more than

one article in a refereed

journal and/or a


conference

proceedings, national

publication, invited

chapter or article.

national publication,

invited chapter or

article, and/or a book.

4. Grant writing No grants submitted. Submits grant

proposal and/or is

working on a grant

that was funded.

Grant funded or project

for grant completed

successfully.

5. Consulting No consulting work. Evidence of

collaborative work

that uses scholarly

expertise

National or state wide

reputation results in

multiple opportunities.

6. Editorial No editorial work. Completes one

editorial assignment

in either a newsletter,

quarterly report, or

journal.

Completes more than

one assignment in

either a newsletter,

quarterly report, or

journal.

7. Academic

Reviewer

No review work. Publish one review of

a book, textbook,

and/or article.

Publishes more than

one review of a book,

textbook, and/or

article.

3. Service (Section E.2.b (3))

Service is another major role of faculty at JMU. To ensure fairness and equity in

measurement, faculty created a definition, evaluation scale, and rubric for measuring service

to the college and community.

a. Definition

Service involves providing assistance to others based on professional

qualifications. A variety of services can be proffered to the institution, profession,

or community.


Unsatisfactory performance reflects a lack of involvement in departmental,

college, university, or other professional entities.

Satisfactory performance includes service to the university at one level (e.g.,

program, department, college, or university), AND service to the profession at

one level (e.g., local, state, regional, national, OR international)

Excellence performance reflects leadership in areas that moves the agenda of the

organization forward.



c. Rubric

Service Unsatisfactory Satisfactory

Satisfactory performance

in Service includes

Citizenship, service to the

university at one level

(e.g., program,

department, college, or

university), AND service

to the profession at one

level (e.g., local, state,

regional, national, OR

international)

Excellence

Excellent performance

reflects leadership in

these areas that moves

the agenda of the

organization forward.

1. Department, College,

and/or University

committee attendance

and contributions

Minimum

involvement in

programmatic,

departmental,

College wide or

university issues and

concerns.

Evidence of regular

participation in

program, department,

and/or university

activities.

Evidence of regular

participation in

program,

department, and/or

university activities.

2. Work with student

organizations

Minimum

involvement.

Supports and

interacts with

student group(s).

Provides consistent

leadership for a

student group.

3. Collaborative

activities

Minimum work with

colleagues.

Evidence of

contributions in

program, department,

and/or university

activities.

Evidence of

significant

contributions within

or outside the

program,

department, and/or

university activities.

4. State and/or local

engagement

Minimum

engagement at the

local or state level.

Evidence of

enhancing the

profession beyond

the university. Could

include leadership in

a professional

organization or

professional

development for the

field.

Consistent

leadership evident at

the state or local

level.


5. National/international

engagement in

professional

organizations

Minimum

involvement in

professional

organizations at the

national level.

Evidence of

enhancing the

profession beyond

the university. Could

include leadership in

a professional

organization through

committees, task

forces, elected or

appointed offices.

Consistently viewed

as a leader in the

field. National

reputation evident in

at least one area.

6. Reviewer Does not serve as a

reviewer.

Evidence of work as

reviewer for external

funding agencies,

scholarly

publications, external

academic

organizations.

Consistently serves

as a reviewer.

IV. Professional Benchmarks Toward Tenure and Promotion (Faculty Handbook III.E.6

and 7)

Year One: AUH provide a new faculty member with information concerning the department’s

evaluation procedures and criteria in the faculty member’s first semester. The AUH will observe

classroom teaching during the first semester. The initial evaluation will be conducted by the end

of the third week of the faculty member’s second full semester of employment at JMU. The

faculty member will submit a modified annual performance report including goals for Teaching,

Scholarly Activity and Service during the 2nd

semester. The new faculty member will submit a

full annual report at the end of the academic year, setting goals for the following year and

subsequent years to tenure/promotion.

Year Two: In year two the emphasis is on formative evaluation with the intent of guiding

development. Goal setting for subsequent years is also important. To maintain satisfactory

progress towards tenure, a faculty member should maintain ratings in all area equivalent to next

rank – excellent rating in one area and at least satisfactory ratings in the others for promotion to

associate professor, excellent ratings in two areas and at least a satisfactory rating in the third

area for promotion to professor.

Year Three: The purpose of evaluation at the end of year three is to provide the faculty member

with constructive feedback on their progress towards tenure and promotion, based on criteria for

promotion to the next rank. This will be a cumulative evaluation, including all years of tenure




track work in the department. Ratings of unsatisfactory indicate unsatisfactory progress toward

tenure. Goal setting should focus on achievement in all areas.

Year Four and Five: Years four and five should see achievement of goals, particularly in the

area of scholarship and ratings necessary for promotion to the next rank.

Year Six: All faculty members are required to go through the tenure decision process no later

than year six. The option of an earlier review can be negotiated in the hiring contract if the

faculty member brings tenure credit from another institution. In that case, the faculty member’s

entire record of scholarly activity and professional service is included in the review. The record

of teaching and service completed in service of the department are most central to determining

evaluation ratings in those areas.

Years Post-Tenure: It is expected that faculty will continue to develop professionally and be

productive to meet the expectations of each rank. Annual evaluations will continue to be

conducted by the PAC and AUH for tenured assistant and associate professors. Once promoted

to full professor, annual evaluation can be done by the AUH only using a negotiated reporting

format.

II. Preparing the Initial, Annual, Three-Year, Tenure and Promotion Materials

Faculty Evaluation materials provide a picture of your professional life as a faculty member in

the EERE department at JMU. Specifically, it organizes and communicates your professional

goals and accomplishments during a specified period of time. Organized materials assist review

committees and others in understanding the quality and significance of your work. Overall, your

report or folio should be organized logically to provide an evidential record that is thorough,

meaningful, and succinct. A guideline for preparing documents for different evaluation points are

listed below.

A. Initial Evaluation

Materials to be submitted:

Modified APR is submitted to the Academic Unit Head by mid-January.

See the APR form in the Appendix.

B. Annual Evaluation

Materials to be submitted:

APR is submitted to the Academic Unit Head who will make these available to

PAC.

C. Three-Year Evaluation

Materials to be submitted

All three APRs are submitted to the Academic Unit Head who will make these

available to PAC.

D. Tenure and/or Promotion


Materials to be submitted.

As part of the tenure process, a portfolio is to be compiled and sent forward for review at

the departmental, college, and Provost’s level. The materials should be well organized

and additional supporting evidence may be provided. Materials will be kept at the

departmental level during the PAC and Academic Unit Head review process and then

provided to the dean. Supplementary notebooks and materials will not be forward to the

Provost’s office (Section III.E.b.6. (5)

1) Letter or application requesting tenure, promotion/and or reappointment.

2) VITA: A curriculum vita provides an overview of the faculty member’s

professional life. Accomplishments made during the time of evaluation

(one year to six years).

3) Evidence of meeting criteria with a narrative reflecting on the evidence or explaining

its significance for each of the three categories: teaching, scholarship, and professional

service.

a) TEACHING

a.1.) Candidate's statement on teaching and advising including philosophy,

methodology, materials developed, effectiveness, challenges, etc. (3 pages

maximum).

a.2.) Overall listing of evaluation statistics for all courses taught. Summary

instructor statistics provided by the College for each course are to be included in

addition to the average departmental and College statistics.

a.3.) Any other evidence of teaching effectiveness such as senior exit surveys,

alumni surveys, in-class peer visitation reports, etc.

b) SCHOLARSHIP

b.1.) Candidate’s statement on research and scholarship (3 page maximum).

b.2.) List of publications, presentations, etc.,

b.3 ) Impact of research/scholarship including literature citations, etc.

c) SERVICE

c.1.) Candidate’s statement on service activities (3 page maximum)

c.2) Program and Departmental Service

c.3) College and University Service

c.4) Professional Service (local, state, and regional)

c.5) Professional Service (national and international)

d) Administrative Duties, if appropriate.



III. Evaluation Process

A. Faculty/Staff Evaluation Tasks and Timelines

Month Task Due date Comments

September Faculty submit intent to apply for

promotion/tenure

Sept. 1

Confirm graduate faculty status

AUH meets with new faculty to talk

about evaluation process.

October Promotion/tenure materials due to

PAC/DH

Oct. 1

Written annual evaluations shared w/

faculty by AUH and PAC where

applicable

By Oct. 1

Appeal must be made within 7 days of

receipt of annual evaluation

Conferences re: annual evaluation By Oct. 21

Written summary of annual evaluations

sent to Dean

Oct. 28

November Remediation recommendation for

tenured faculty found unsatisfactory in

two out of three most recent annual evals

Nov. 1

Recommendations re: P/T due to Dean

from PAC and AUH

A copy of written evaluations

provided concurrently to

faculty

Nov. 15

December Provide semi-annual APR to new faculty Dec, 1

Recommendations from Dean to provost

on P/T

Dec. 15

Termination notice for faculty members

in 2nd

year of service

January New faculty APR due 1st week of

semester

February Written notification of tenure/promotion

recommendation from Provost

Feb. 1

Confer w/ new faculty re: APR 2nd

week of

semester

Written eval due to new faculty 3rd

week of

semester

Copy of signed new faculty APR eval

due to Dean

3rd

week of

semester

If AUH recommends dismissal, AUPAC

must review and send recommendation

to Dean

4th

week of

semester

March APR forms distributed Mar. 1


Request nominations for PAC

April Election of PAC

May APR’s and Faculty Anticipated Activity

Plan due

May or

June

June Review APR Jun. 15

July Confer w/PAC on APR July 1

Begin to conduct annual evaluation

conferences

A. IV. Response to Evaluation Process – Refer to the appropriate section of the Faculty

Handbook for all appeal procedures and timelines.

http://www.jmu.edu/facultysenate/facultyhandbook/policies/evaluation.html

http://www.jmu.edu/facultysenate/facultyhandbook/policies/evaluation.html


Appendix A

First Year Evaluation Form

Revised 12/07

College of Education

New Faculty Semi-Annual Performance Report

Please provide data identified below to your department head by January 18, 2008. This request,

and the information reported in it, does not restrict academic freedom as defined by the AAUP.

In your report letter, please provide the information asked for in italics and then address items I,

II, and III.

Name: Current Rank: Dates of Service in Current Position: Department (Program): Courses Taught Fall: Courses Teaching Spring:

For each semester above, please list any reassigned time with corresponding credit hours that

you were/are assigned:

I. TEACHING

Reflect on your teaching and field supervision. In this section, you might discuss ways that

you gathered feedback about your teaching, collaborative activities which impacted your

teaching, ways that you stayed current in your field, ways that you supported and interacted

with students, etc. If you had specific goals, describe your progress toward achieving them

here too.

II. SCHOLARLY ACHIEVEMENT & PROFESSIONAL

QUALIFICATIONS


Reflect on your scholarly achievements and professional development activities. In this

section, in addition to listing your professional development activities, when appropriate, you

should cite bibliographic references of your publications and presentations, information about

your grant-related proposals or activities, citations about organizations with whom you

engaged in consulting, book reviews done, research in progress, etc.

III. PROFESSIONAL SERVICE

Reflect on your professional service related to the university (university, unit, college, and/or

your program) and to the professional organizations of your discipline (national, regional,

state, and/or local-levels).

IV: Future Professional Goals

Provide a brief statement describing your professional goals over the next 18 month period as

you complete your first and second years as a faculty member at JMU


Appendix B

Annual Performance Report

2010--11

Personal Data

1. Name

2. Department

3. Current Rank and Title(s)

4. Date and name of highest academic degree earned

5. Rank of initial JMU faculty appointment

6. Years of prior service as faculty at other colleges and universities (names and dates)

7. Year of effective appointment to present rank

8. Ranks held at JMU and years (include dates) in each

9. Assigned duties at the University

10. Employment - Provide in chronological order any position held during the past 10 years

which are not indicated above.


College of Education

Annual Performance Report

Period covered: May 2010-May 2011

Name:_________________________________ Rank: __________ Years in rank: _____

This form is for submitting data to the PAC and to department head. The requests made and

the information reported does not restrict academic freedom as defined by AAUP.

Directions:

Submit completed form (paper and electronic) to the Department Head’s office by the

third Friday in May. PAC will only review forms received by this date.

Provide activities within the prescribed time period

Provide information in the requested formats: Rows may be added to/deleted from tables as

needed. Text boxes must be limited to 300 words.

If an activity is listed in more than one area (scholarship, teaching, etc.), an explanation

must be provided for its inclusion in each area.

Goals for the past year

Area Goals Completed/In

Progress/Not Begun

Teaching 1.

2.

3.


Service 1.

2.

3.

Scholarship 1.

2.

3.

Reflection on Goals. Explain your progress, challenges, and concerns related to reaching each

of your goals.

I. TEACHING, STUDENT RELATIONS, AND ADMINISTRATIVE

ASSIGNMENT(S)

Returning faculty: Include summer, fall and spring of the last academic year in the teaching

section.

First year faculty: Include only fall and spring in the teaching section.

A. Teaching

1. List evaluation averages (by course) for spring, summer and fall


semesters/sessions. Information can be cut and pasted from your online student course evaluations..

Summer Courses Taught

Course

prefix

and #

Course Title (w/ credit hours)

Nature of

course (i.e.,

lab, lecture,

practicum,

online)

# of

students

Course #1

Course #2

Course #3

Course #4

Summer Course Evaluation Scores

Content &

Organization

Instruction &

Evaluation

Climate &

Rapport

Scheduling &

Facility

Semester

Average

Rating

Course #1

Course #2

Course #3

Course #4

Fall Courses Taught


Course

prefix

and #


Nature of

course (i.e.,

lab, lecture,

practicum,

online)

% of

load # of

students

Course #1

Course #2

Course #3

Course #4

Course #5

Course #6

Fall Course Evaluation Scores

Content &

Organization

COE mean =

Instruction &

Evaluation

COE mean =

Climate &

Rapport

COE mean =

Semester

Average

Rating

COE mean =

4.53

Course #1

Course #2

Course #3

Course #4

Course #5

Course #6


Spring Courses Taught

Course

prefix

and #


Nature of

course (i.e.,

lab, lecture,

practicum,

online)

% of

load # of

students

Course #1

Course #2

Course #3

Course #4

Course #5

Course #6

Spring Course Evaluation Scores

Content &

Organization

Instruction &

Evaluation

Climate &

Rapport

Semester

Average

Rating

Course #1

Course #2

Course #3

Course #4

Course #5

Course # 5

For items 2 - 4 responses are limited to 300 words.


2. What additional feedback data do you have on your teaching and/or supervision/clinical duties (e.g. other student feedback, peer observation, video taping lessons, consulting with other faculty).

A.

B.

C.

D.

E.

3. Given the evaluation data, including student comment and other feedback, what conclusions can you draw about your teaching/supervision and how will this inform your teaching in the next year?

4. Describe your efforts to keep courses current and delivery up-to-date and relevant, including use of specialized knowledge, recent and appropriate research and developments and/or technologies. (For example, How are your courses evolving in response to changes in the field, in schools, and/or your

Add comments for A.3 here. (300 word limit)


personal professional development? Describe any teaching materials or techniques, courses, programs, etc., developed or revised. Be specific in identifying what you have read, conferences you’ve attended, research you’re conducting and the link to how these activities have helped you remain current.)

Add comments for A.4 here. (300 word limit)


B. ADVISING AND STUDENT RELATIONS

1. Indicate the number of advisees, and the nature of the advising you provided.

2. Describe any work with independent studies, honors and/or graduate thesis/project committees and comprehensive exam committees.

Student’s Name Title or name of

project

Type, e.g.

Honor’s thesis,

independent

study, etc.

Your role

e.g. chair,

member

Completion

date or

expected

completion

date


3. Describe any other relations with students other than those above. Include university programs, students in research or professional service, letters of reference, meeting with students).

Add additional comments for B.2 here. (300 word limit)


C. ADMINISTRATIVE AND/OR OTHER REASSIGNED TIME

1. Describe any administrative assignments/reassigned time that you were awarded.

Administrative

Assignment

Load Equivalent What are the activities

related to this position

Student Relations Activity Number of Students

involved

Description of Activity


that you carried out

during the past year.

2. What evaluation feedback did you receive and how did it/will it impact your

activities?

IV. SCHOLARLY ACHIEVEMENT & PROFESSIONAL QUALIFICATIONS

A. List the specific activities that have impacted your professional development

and describe how they have enhanced your teaching, scholarship or service

(e.g., JMU faculty development, professional conference sessions,

collaborative work).

Add additional comments for C.2 here. (300 word limit)


Professional

Development

Date Area of

Impact

(Teaching,

Scholarship,

Service)

Describe how your professional

qualifications were enhanced by the

professional development experience.

B. List papers/projects in progress (under development, submitted/proposed, in

press, etc.)

Working title of paper/projects

Anticipated date for

submission or

completion of project

C. List publications for the past report year using APA format.


Refereed publications:

Non-refereed publications:

E. List curriculum and materials published for use beyond JMU course work, using APA format. Provide information on the intended audience or use if reviewers would not be familiar with the format.

Curriculum and other materials

F. List published reviews completed in APA format. These are reviews of book

or other materials that appear in a journal or other source with you as author.


Published reviews

G. List positions you have held as editor of a newsletter, report or journal

Editor position Time period Activity/production

H. List professional presentations using APA format.

Level of Presentation Citation in APA format

National and International

State and Regional

Local and units smaller than

state-wide

I. List grants proposals submitted, funded, and/or completed and your role in

each activity


Title Source Amount Date

submitted

Funded

(yes/no)

Your

Role

Date

completed

J. List consulting. Consulting in this category refers to the development of new

materials, analysis and synthesis of information related to the consulting topic,

and any follow-up report.

Topic/purpose

Client

/Organization

(e.g., school

district,

business

organization)

Number of

hrs/days

including

preparation,

delivery, &

follow-up

Your Role

Documentation

produced/resulting

from your

involvement

III. PROFESSIONAL SERVICE

A. List current professional organization memberships, offices, and boards beginning with international, national, then regional, state and ending with local. Give full name and acronym. Include dates to indicate years of service.


Name of

Organization

Level (e.g.,

national,

state,

local)

Level of involvement (e.g., position held, meetings

attended, responsibilities)

B. List reviews completed. Include type of document (e.g., journal article, book review, chapter review, conference proposals, etc.). These are reviews that are returned to an editor or conference chair as service to your profession rather than reviews intended for publication.

Type of Document For what organization

Date

C. List university related committees/commissions, boards and/or student hearings, etc.

Name of

Committee

Level:

University,

College,

program

etc.)

Position

held

# meetings

attended

per

academic/yr

#

meetings

possible

Level of

involvement

beyond meeting

attendance


D. Field Related Services provided to schools, agencies, businesses, etc. These in-service sessions do not involve the development of new or different content on the part of the presenter.

Topic/purpose

Client /Organization

(e.g., school district, business

organization)

Number of hrs/days

including

preparation,

delivery, & follow-

up

Your Role

E. Describe collaborative activities in which you have been involved (e.g., team teaching/co-teaching; partnerships with schools, agencies, businesses; guest speakers; collaboration across departments in the university and/or with other institutions, etc.).

F. Describe your involvement in designing new courses/programs and/or reviewing, evaluating, and revising programs.


G. Describe your work with student organizations

IV. RELATED PROFESSIONAL ACTIVITIES

Use this portion of the APR form to discuss professional activities not addressed

elsewhere or to explain activities in the above sections that may not be a good “fit” in the

sections assigned.

V. GOALS

In preparation for your evaluation conference with the Department Head, list your

professional goals and expected activities for the next academic year. Note:

These goals may be adjusted based on your personal reflections, feedback from

the PAC and feedback from the Department Head. In addition, you may propose a

negotiated load for consideration by the Department Head.

1) Teaching

2) Scholarly achievement and professional qualifications

3) Professional service


Replace with final rubric

department of early childhood, elementary, and reading ......the jmu faculty handbook, section...

Documents